Instructor's response:

A plethora of research has examined the use of asynchronous systems in online Higher Education, and researchers have cited numerous educational benefits such as democratic and equitable communication, time and location independence, and high level of reflection. In studies that compare F2F and asynchronous text-based discussion, researchers have found that online discussion is more democratic and equitable (Levin, Kim & Riel, 1990; Ruberg, Moore & Taylor, 1996). Everyone, even the quiet and shy learner, is afforded the opportunity to participate and to learn through discussion (Davie, 1988), for the risk of one or two individuals dominating the dialogue is reduced (Eastmond, 1994). Furthermore, asynchronous CMC provides an ongoing permanent record of course dialogue, making it easier for students with irregular work schedules and living various time zones to communicate with one another (Nentwich, 2003). The electronic preservation of all course dialogue also provides online learners with an extended amount of time to reflect upon topics and to re-examine ideas (Mason & Kaye 1990; Sanderson, 1996). Time allotted to students in the asynchronous environment, as compared to chat rooms, enables students to think about and edit their posts and responses (Mitchell, 2003).

Although research attests to the beneficial nature of the asynchronous e-learning environment, problems and limitations with the medium exist. The occurrence of information overload, reduction in non-verbal communication cues, increased misunderstandings, lower sense of community as compared to hybrid classes, difficulty in communicating emotions, and lack of higher order thinking are a few of the limitations noted throughout the literature (Eastmond, 1994; Hiltz, 1986; Moore, 1993; Moore & Kearsley, 2005; Nentwich 2003; Paulo, 1999; Rovai & Jordan, 2005; Stevens-Rayburn & Bouton, 1998). In asynchronous e-learning interaction, online learners and educators have found some tasks, especially cognitively complex tasks, challenging and the social aspect of learning lacking (Arbaugh, 2005: Liu, Bonk, Magiuka, Lee, & Su, 2005). Thomas (2002) suggested that "the attainment of a discourse that is both interactive and academic in nature is difficult within the online environment of the traditional threaded discussion" (p. 359).